Writing introduction

T H E K E Y
T O
W R I T I N G A
G O O D
T E X T
I N T R O D U C T I O N

R E A D T H E
F O L L O W I N G 2
T E X T S A N D
A S S E S S T H E M

Lost in the Funhouse, John Barth
F O R W H O M I S T H E F U N H O U S E F U N ? P E R H A P S F O R
L O V E R S . F O R A M B R O S E I T I S A P L A C E O F F E A R A N D
C O N F U S I O N . H E H A S C O M E T O T H E S E A S H O R E W I T H H I S
F A M I L Y F O R T H E H O L I D A Y , T H E O C C A S I O N O F T H E I R
V I S I T I S I N D E P E N D E N C E D A Y , T H E M O S T I M P O R T A N T
S E C U L A R H O L I D A Y O F T H E U N I T E D S T A T E S O F A M E R I C A .
A S I N G L E S T R A I G H T U N D E R L I N E I S T H E M A N U S C R I P T
M A R K F O R I T A L I C T Y P E , W H I C H I N T U R N I S T H E P R I N T E D
E Q U I V A L E N T T O O R A L E M P H A S I S O F W O R D S A N D
P H R A S E S A S W E L L A S T H E C U S T O M A R Y T Y P E F O R T I T L E S
O F C O M P L E T E W O R K S , N O T T O M E N T I O N . I T A L I C S A R E
A L S O E M P L O Y E D , I N F I C T I O N S T O R I E S E S P E C I A L L Y , F O R
“ O U T S I D E , ” I N T R U S I V E , O R A R T I F I C I A L V O I C E S , S U C H
A S R A D I O A N N O U N C E M E N T S , T H E T E X T S O F T E L E G R A M S
A N D N E W S P A P E R A R T I C L E S , E T C E T E R A . T H E Y S H O U L D
B E U S E D S P A R I N G L Y . I F P A S S A G E S O R I G I N A L L Y I N
R O M A N T Y P E A R E I T A L I C I Z E D B Y S O M E O N E R E P E A T I N G
T H E M , I T ’ S C U S T O M A R Y T O A C K N O W L E D G E T H E F A C T .
I T A L I C S M I N E .
TEXT 1

Jabberwocky, Lewis Carroll
’ T W A S B R I L L I G , A N D T H E S L I T H Y T O V E S
D I D G Y R E A N D G I M B L E I N T H E W A B E :
A L L M I M S Y W E R E T H E B O R O G O V E S ,
A N D T H E M O M E R A T H S O U T G R A B E .
“ B E W A R E T H E J A B B E R W O C K , M Y S O N !
T H E J A W S T H A T B I T E , T H E C L A W S T H A T C A T C H !
B E W A R E T H E J U B J U B B I R D , A N D S H U N
T H E F R U M I O U S B A N D E R S N A T C H ! ”
H E T O O K H I S V O R P A L S W O R D I N H A N D ;
L O N G T I M E T H E M A N X O M E F O E H E S O U G H T —
S O R E S T E D H E B Y T H E T U M T U M T R E E
A N D S T O O D A W H I L E I N T H O U G H T .
[ . . . ]
TEXT 2

A S S E S S T H E S E
T W O T E X T S ( 1 - 5 )
1 BEING BAD- 5 BEING PERFECT
Can write clear, well-structured texts of
complex subjects, underlining the relevant salient
issues, expanding and supporting points of view at
some length with subsidiary points, reasons and
relevant examples, and rounding off with an
appropriate conclusion.
1.
TEXT 1 TEXT 2

T W O T E X T S ( 1 - 5 )
Layout, paragraphing and punctuation are
consistent and helpful. Spelling is accurate, apart
from occasional slips of the pen.
2.
TEXT 1 TEXT 2

T W O T E X T S ( 1 - 5 )
Can produce clear, smoothly flowing, well-
structured speech, showing controlled use of
organisational patterns, connectors and cohesive
devices.
3.
TEXT 1 TEXT 2

What are the final scores of each of the
texts from 0 to 15?
WHY?

1. Mind-mapping
2. Structure
3. Language

Writing introduction

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Writing introduction